In drama, time is key. There's the passage of time, both real and symbolic. Timing also gives us pace, tempo, rhythms and speed of action in the narrative.
Time drives the characters. We are all, in fact, running out of our allotted time, gradually and unavoidably.
One excellent exercise to explore time in drama is cross-cutting. That is, asking students to create three scenes – a ‘big event’ (Sc 2), shortly before it (Sc 1) and then a period of time later (Sc 3). Those scenes can be swapped around for dramatic impact. The scenes could be months, even years apart. Or they could be very close in chronological time.
In this 90-minute workshop, students will create their short but powerful Scene 2 with dramatic skills where things really happen for good or bad. Scene 1 will be five minutes earlier and will contain the seeds or direct cause of what happens in Scene 2. If there is time or if the workshop is longer, Scene 3, five minutes later, will show the aftermath, fallout, outcome of Scene 2 on everyone.
Warm-up: (10 mins)
- a) Two teen friends discover something of value. A wants to keep it; B wants to hand it in. They disagree loudly.
- b) Five minutes earlier, the pair found this thing, were excited by the discovery and agreed to keep it.
Spotlight some pairs in front of the class.
Discussion and set up: (10 mins)
Lead a short discussion about time in drama. Five minutes may be a long time if much happens; or it may drag. But in five minutes someone's world could change. Accidents, falling into or out of love, fire, believing a lie – lots goes on in that short time.
In groups of 4/5, ask students to create a Scene 2 from the following choices and then a Scene 1, five minutes earlier. They should stick to their choices.
Characters: (10 mins)
They will each need a credible character who'd be logically with others in the group who will develop across both scenes, within the framework.
Scene 1:
In a domestic/family situation, two kids discover that the neighbour's pet they smuggled indoors has accidentally died. Horrified, they blame each other and rest of family.
Scene 2:
In a workplace situation, everyone is planning a celebration of a wedding or Christmas when it's discovered that money is missing to pay for it. It can only be one of them.
Scene 3:
On the streets, a crowd of young adults are discovered by some undesirables who claim they are owed money and if the crowd don't pay it, they'll be hurt.
Drama techniques:
Remind students of available techniques to bring their scenes alive: mime, still images (with or without captions), gestures, facial expressions, proxemics, levels, use of space, eye lines, verbal variety.
Drama choices:
They'll need to settle what their story environment is like. the weather, the light available, what each person feels about the others, the ground and levels, what their status in the group is.
Devising: (20 mins)
While groups work on Scene 2 (10 mins) and then Scene 1 (10 mins) you circulate, checking everyone is involved, Make suggestions as necessary.
Sharing: (25 mins)
You select groups to (part) share either or both scenes.
Reviewing: (10 mins)
Ask a student to review their own work; another to positively review it. If time, add your comments.
Looking ahead: (5 mins)
Students should note for future work that scenes don't have to run chronologically! They could be swapped around to increase audience interest.
Discussion:
- Were scenes dramatic in this order: 1, 2, 3 (chronological time)?
- Good in 2, 1, 3 or 2, 3, 1 (big event first)?
- Better in 1, 3, 2 (finish with big event?)
- Best in 3, 2, 1 (reverse opening and closing)?
In longer drama, there may be more scenes before and after the big event or climax.
TES Resources, Cross-cutting drama lesson, 11-14, £1.50, an alternative way of doing it http://tes.com/&/cross-cutting-drama-lesson-12246612
What is Cross-Cutting and Parallel Editing in Film? About movies, but there are lessons in the explanations and examples for the drama learner studiobinder.com/blog/cross-cutting-parallel-editing-definition